Developing an evidence base for interdisciplinary learning: a systematic review
Developing an evidence base for interdisciplinary learning: a systematic review
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DOI：
10.1046/j.1365-2648.2001.01840.x
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发表时间：
2001-01-01
影响因子：
3.8
通讯作者：
Watkins, C
中科院分区：
文献类型：
--
作者：
Cooper, H;Carlisle, C;Watkins, C
研究的目的。研究的总体目标是探讨在本科生卫生专业课程中引入跨学科教育的可行性。本文报告的第一阶段的研究中，进行了系统的回顾，总结的证据，本科卫生专业学生的跨学科教育。系统评价整合了有效的信息，为医疗保健的合理决策提供了依据，这些信息应基于经验而不是轶事证据。系统评价的公认原则进行了调整，以允许整合的文献，以产生建议的教育实践和指导方针，为未来的研究。关于跨学科教育的文献多种多样，包括相对少量的研究数据和大量的评估文献。方法学评级方案用于测试研究中的混杂影响。发现的研究数量为141，但只有30（21%）被纳入分析，因为缺乏严格的研究方法和欠发达的结果措施。学生卫生专业人员被发现受益于跨学科教育的结果影响主要涉及知识，技能，态度和信念的变化。对专业实践的影响是不可辨别的，教育和心理学理论很少被用来指导教育干预措施的发展。
Aim of the study. The overall aim of the study was to explore the feasibility of introducing interdisciplinary education within undergraduate health professional programmes. This paper reports on the first stage of the study in which a systematic review was conducted to summarize the evidence for interdisciplinary education of undergraduate health professional students.Methods. Systematic reviews integrate valid information providing a basis for rational decision making about health care which should be based on empirical and not anecdotal evidence. The accepted principles for systematic reviews were adapted in order to allow integration of the literature to produce recommendations for educational practice and guidelines for future research.Findings. The literature on interdisciplinary education was found to be diverse, including relatively small amounts of research data and much larger amounts of evaluation literature. Methodological rating schemes were used to test for confounding influences in the research studies. The number of studies found was 141 but only 30 (21%) were included in the analysis because of lack of methodological rigour in the research and poorly developed outcome measures.Conclusions. Student health professionals were found to benefit from interdisciplinary education with outcome effects primarily relating to changes in knowledge, skills, attitudes and beliefs. Effects upon professional practice were not discernible and educational and psychological theories were rarely used to guide the development of the educational interventions.